Articles

The struggle to make sense of doctoral study
Sandra Acker & Eve Haque, Pages 229-241
DOI:10.1080/07294360.2014.956699

Universities and the knowledge-based economy: perceptions from a developing country
Shah Bano & John Taylor, Pages 242-255
DOI:10.1080/07294360.2014.956696

Generic skills for graduate accountants: the bigger picture, a social and economic imperative in the new knowledge economy
Diane Bunney, Elaine Sharplin & Christine Howitt, Pages 256-269
DOI:10.1080/07294360.2014.956700

Designing an Australian Indigenous Studies curriculum for the twenty-first century: Nakata's ‘cultural interface’, standpoints and working beyond binaries
Michelle Carey & Michael Prince, Pages 270-283
DOI:10.1080/07294360.2014.956691

Student skills and the Bradley agenda in Australia
Jennifer Carpenter, Joanne Dearlove & James Marland, Pages 284-297
DOI:10.1080/07294360.2014.956698

The Bachelor of Arts: slipping into the twilight or facing a new dawn?
Deanne Gannaway, Pages 298-310
DOI:10.1080/07294360.2014.956689

Evaluation of the Learning to Teach for Social Justice–Beliefs Scale in an Australian context
Paul Ginns, Anthony Loughland, Robert J. Tierney, Luke Fryer, Rose Amazan & Alexandra McCormick, Pages 311-323
DOI:10.1080/07294360.2014.956701

Building capacity through action research curricula reviews
Vanessa Lee, Leanne Coombe & Priscilla Robinson, Pages 324-337
DOI:10.1080/07294360.2014.957658

Student performativity in higher education: converting learning as a private space into a public performance
Bruce Macfarlane, Pages 338-350
DOI:10.1080/07294360.2014.956697

Using a Capability Maturity Model to build on the generational approach to student engagement practices
K. Nelson, J. Clarke, I. Stoodley & T. Creagh, Pages 351-367
DOI:10.1080/07294360.2014.956694

The impact of FTP on commitment to career choices: situating within a social cognitive perspective
Huy P. Phan, Pages 368-382
DOI:10.1080/07294360.2014.958069

Re-conceptualising sustainable widening participation: evaluation, collaboration and evolution
Richard Reed, Anna King & Gail Whiteford, Pages 383-396
DOI:10.1080/07294360.2014.956692

How the admission criteria to a competitive-entry undergraduate programme could be improved
Boaz Shulruf & John Shaw, Pages 397-410
DOI:10.1080/07294360.2014.956693

What is formation? A conceptual discussion
Molly Sutphen & Thomas de Lange, Pages 411-419
DOI:10.1080/07294360.2014.956690

Cultural dimensions of feedback at an Australian university: a study of international students with English as an additional language
Richard Warner & Julia Miller, Pages 420-435
DOI:10.1080/07294360.2014.956695

Points for debate

The invisibility cloak of creativity
Robyn Philip, Pages 436-438
DOI:10.1080/07294360.2014.980880

Risk in academic writing: postgraduate students, their teachers and the making of knowledge (New perspectives on language and education)
Tony Hooper, Pages 439-441
DOI:10.1080/07294360.2014.968984

Changing spaces: writing centres and access to higher education
Caroline Malthus, Pages 441-444
DOI:10.1080/07294360.2015.1008119

CORRIGENDUM
page i
DOI:10.1080/07294360.2015.1007555

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